SchoolArts Magazine

NOV 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Magnificent Mondrians The Essential Question How can young children best learn about the work of Piet Mondrian? Objective Students will learn to recognize the work of Piet Mondrian while cutting, arranging, and gluing primary color squares and rectangles. Materials white sulphite paper, trimmed to 10 x 6" (25 x 15 cm) to allow for matting later; squares and rectangles in red, yellow, blue, and black; glue sticks; scissors; gray paper for matting; examples of Piet Mondrian's work Procedures 1. Show examples of Mondrian's art and ask students to share their observations and thoughts about it. 2. Practice rolling glue sticks up and down and review gluing technique. Mini Masters Early Childhood 3. Use the cut squares and rectangles to make an original composition inspired by the work of Piet Mondrian. Trim the shapes to make more squares and rectangles if desired. 4. Title the picture. The Essential Question How can young students practice basic ceramic hand-building techniques? Assessment Student can describe Mondrian's work. Student can articulate the process he or she undertook. The completed piece demonstrates secure gluing technique and original composition. Materials white drawing paper, pencils, lowfire clay, clay tools, glaze By Laurie Bellet, art specialist at Oakland Hebrew Day School in Oakland, California, and a creative consultant for Torah Aura Productions. Middle School The Essential Question How can students gain a better understanding of foreground, middle ground, and background? Objective Students will dissect and recreate a master work on the inside of a soup cap. Materials large soup cans (empty and clean), heavy paper or card stock, black permanent marker, colored pencils, hot glue gun, scissors, master artworks that exemplify the concept of ground Procedures 1. Discuss and show examples of master artworks that exemplify the concept of ground and instruct each student to select one that he or she would like to reproduce. 2. On card stock, have each student trace three circles using the bottom of a large soup can as a stencil. 3. Have students draw the background of their chosen work in one circle, the middle ground in another, Clay Coil Animals and the foreground in another, coloring each in colored pencil as they go. 4. Cut out each layer, leaving two tabs at the bottom of the middle ground and foreground layers for gluing. 5. Glue all three layers into the soup can using hot glue. Attach the background layer completely to the bottom of the can, and attach the middle and foreground layers using the tabs. Assessment Students will be assessed on the success of the division of each ground and the quality of their work. By Nic Hahn, art teacher at Rogers Middle School in Rogers, Minnesota. Image credit: Alec Camarole Objective Students will create a sea animal constructed from clay coils. Procedures 1. Draw the outline of a simple ocean animal (fish, starfish, etc.) on a piece of white paper. 2. Roll clay into coils. 3. Use coils to fill in the shape of the ocean animal. Coils can be shaped and arranged according to each student's preference (spirals, rows, etc.). Animal Mandalas The Essential Question How can students learn about and create mandalas? Objective Students will choose an animal that represents them and create a mandala by repeating this animal in a radial design. Materials 4 x 4" (10 x 10 cm) white drawing paper, 4 x 4" tracing paper, 8 x 8" (20 x 20 cm) drawing paper, pencils, colored pencils Procedures 1. Show and discuss images of mandalas from around the world. Discuss radial design and how it is achieved. 2. Have each student draw an animal that represents him or her on a 4 x 4" square of drawing paper. The animal must touch at least three sides of the paper. 3. Using tracing paper, trace over the animal drawing with a dull pencil. Have students decide how they want their animals positioned on their final drawings (head in, head out, tail in, etc.). 4. Transfer the tracing to the 8 x 8" paper by placing the graphite side down in the upper left corner and Elementary 4. Have students use their fingers or a clay blending tool to smooth the coils together. 5. Carefully turn the clay piece over. 6. Remove the paper. The lines, patterns, and designs created by the coils should remain on the back of the clay piece. 7. Let dry, bisque fire, and glaze. Assessment How successful were students in using clay coils to create their sea animals? What types of patterns and designs were they able to create? By Janice Corsino, visual arts teacher at Le Jardin Academy in Kailua, Hawaii. High School tracing over the lines. 5. Flip the tracing paper over to the right to create a mirror image. Trace over pencil lines again. 6. Flip the tracing paper down to the bottom right corner. Trace over pencil lines again. 7. Flip image to the left. Trace over pencil lines one last time. Students should have a radial design of their image. 8. Have students go back over their pencil lines to darken them. 9. Have students color their mandala using colored pencils. You may want students use a specific color scheme such as analogous or complementary. Assessment Did student draw an animal that touched at least three sides of the original square? Did student create a radial design using his or her animal? Did student use the correct color scheme in his or her mandala? By Nikki Turman, art teacher at Del Norte High School in Albuquerque, New Mexico. Image Credit: Corinne Foskey, grade twelve.

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